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In our schools, hip-hop culture is the dominant culture among the
students. In Youth Culture Power: A #HipHopEd Guide to Building
Teacher-Student Relationships and Increasing Student Engagement,
Jason D. Rawls and John Robinson, educators and hip-hop artists
with experience in the urban classrooms, focus their efforts
through Hip-Hop Based Education (HHBE). They argue that hip-hop
culture could be useful in building relationships and building
student engagement. The approach to achieve this is Youth Culture
Pedagogy (YCP). YCP is based in a foundation of reality pedagogy
(Emdin, 2014), culturally responsive pedagogy (Ladson-Billings,
1995), and HHBE (Hill, 2009; Petchauer, 2009). In this volume, the
authors lay the groundwork for YCP and how they envision its use
within the classroom. In Youth Culture Power, the authors put forth
their C.A.R.E. Model of youth pedagogy to help teachers create a
positive learning environment by building relationships and lessons
around students' own culture. Instead of forcing students to give
up the things they frequent, Rawls and Robinson feel teachers
should discuss them and when possible, use them in lessons. The
purpose of this book is to present a fresh take on why educators
should not discount the culture of youth within the classroom.
In our schools, hip-hop culture is the dominant culture among the
students. In Youth Culture Power: A #HipHopEd Guide to Building
Teacher-Student Relationships and Increasing Student Engagement,
Jason D. Rawls and John Robinson, educators and hip-hop artists
with experience in the urban classrooms, focus their efforts
through Hip-Hop Based Education (HHBE). They argue that hip-hop
culture could be useful in building relationships and building
student engagement. The approach to achieve this is Youth Culture
Pedagogy (YCP). YCP is based in a foundation of reality pedagogy
(Emdin, 2014), culturally responsive pedagogy (Ladson-Billings,
1995), and HHBE (Hill, 2009; Petchauer, 2009). In this volume, the
authors lay the groundwork for YCP and how they envision its use
within the classroom. In Youth Culture Power, the authors put forth
their C.A.R.E. Model of youth pedagogy to help teachers create a
positive learning environment by building relationships and lessons
around students' own culture. Instead of forcing students to give
up the things they frequent, Rawls and Robinson feel teachers
should discuss them and when possible, use them in lessons. The
purpose of this book is to present a fresh take on why educators
should not discount the culture of youth within the classroom.
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